[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595749-105":59,"doc-detail-595749-en":122},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":115,"head_meta":117,"extra_data":119,"updated_unix":121},105,"en","the-negotiation-of-multilingual-heritage-identity-in-a-distance-environment-review-article","The Negotiation of Multilingual Heritage Identity in a Distance Environment - Review Article","","This article examines how heritage language learners negotiate multilingual heritage identity in distance education contexts, drawing on a plenary presentation and longitudinal data from a collaborative videoconferencing program linking Yale, Columbia, and Cornell. Findings show that many heritage language learners possessed complex multilingual backgrounds that shaped identity and learning motivation. The work argues that a more dynamic HLA model is needed to explain how learners construct identities within a plurilingual, translocal world.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-negotiation-of-multilingual-heritage-identity-in-a-distance-environment-review-article/595749/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-negotiation-of-multilingual-heritage-identity-in-a-distance-environment-review-article/595749.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article propose a “more dynamic model” of heritage language acquisition?","Question",{"text":112,"@type":113},"Because existing HLA models often treat heritage acquisition as incomplete or disrupted bilingualism, while the article emphasizes dynamic, additive multilingual competence and the identity work learners do in a plurilingual world.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},595749,1792190551,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","calico journal (online) issn 2056–9017  \nReview Article  \nThe Negotiation of Multilingual Heritage Identity in a Distance Environment: HLA and the Plurilingual Turn  \nNelleke Van Deusen-Scholl  \nAbstract  \nThis article expands upon a plenary presentation I delivered at the 2017 Arizona CALL Conference at Arizona State University. I will discuss some current perspectives in second language acquisition (SLA) which have implications for heritage language acquisition (HLA) and provide some examples from longitudinal data collected among heritage learners who participated in a collaborative program to share less commonly taught languages via videoconferencing among Yale, Columbia, and Cornell. Our findings indicate that many of the heritage language learners (HLLs) had complex multilingual backgrounds which affected both their sense of identity and their motivations for learning the heritage language. I will argue that a more dynamic model of HLA may provide a better understanding of how HLLs negotiate and construct their identities in a plurilingual world.  \nKeywords: distance education; less commonly taught languages (LCTLs); heritage language; identity  \nIntroduction  \nThe recent so-called multi/plurilingual turn in applied linguistics (cf., Ortega, 2014; May, 2014) has called for increased attention to the “plurality, multiplicity,  \nAffiliation  \nYale University, New Haven, CT, USA.  \nemail: [nelleke.vandeusen-scholl@yale.edu](nelleke.vandeusen-scholl@yale.edu)  \ncalico journal vol 35.3 2018 235–256 [https://doi.org/10.1558/cj.36723](https://doi.org/10.1558/cj.36723)  \n©2018, equinox publishing   \n236 Multilingual Heritage Identity in a Distance Environment  \nand hybridity of language and language use” (Kubota, 2016, p. 474) . This reconceptualization of how we understand linguistic practices within the context of a superdiverse world has had a profound impact on second language acquisition theory but remains as yet relatively underexplored within the field of heritage language acquisition (HLA) . The theoretical models underpinning HLA have thus far largely assumed more static representations of heritage acquisition as a process of incomplete or disrupted bilingual acquisition rather than as a dynamic and additive model of multilingual competence in atranslocal and transnational context. However, within the field there has been a growing recognition of the problems that concepts like “native speaker” and“proficiency” pose for characterizing the heritage learner, and this has resulted in an increasing focus on the importance of the role of identity.  \nI will first briefly discuss current developments in second and heritage language acquisition research that provide abroad context for the issues addressed in this article. The growing emphasis within SLA on the role of social interaction and culture in language use, and the awareness of the effect of globalization on human mobility and language use are of crucial importance for understanding heritage learning as well. In the second part of the article, I will illustrate these issues with data from heritage learners who participated in a collaborative distance program to share less commonly taught languages among Yale, Columbia, and Cornell. I will end by discussing the implications for HLA theory.  \nCurrent Issues in Second and Heritage Language Acquisition  \nLeeman (2015, p. 114) notes that “[w]hereas research in second language acquisition and heritage language education have sometimes been seen as two distinct fields, the past few years have seen a welcome breaking down of this barrier.” Several major “turns” in applied linguistics have contributed to a radical reconceptualization of SLA theory over the past few decades, and these developments have significant implications for HLA that should be explored further. Starting in the mid-1990s, the social turn in applied linguistics challenged the existing cognitive perspectives and called for a more central role for social intera","cbCaim3wjlCqBl2v","https://ap.wps.com/l/cbCaim3wjlCqBl2v","pdf",252089,22,"English","# Introduction\n# Current Issues in Second and Heritage Language Acquisition\n# Data and Findings from a Collaborative Distance Program\n# Implications for Heritage Language Acquisition (HLA) Theory","[{\"question\":\"Why does the article propose a “more dynamic model” of heritage language acquisition?\",\"answer\":\"Because existing HLA models often treat heritage acquisition as incomplete or disrupted bilingualism, while the article emphasizes dynamic, additive multilingual competence and the identity work learners do in a plurilingual world.\"}]","The Negotiation of Multilingual Heritage Identity in a Distance Environment - Review Article | PDF",1792081793,55]